Comments on: The future of the lecture http://liveandletlearn.net/the-future-of-the-lecture/ Living and learning for life Fri, 11 May 2012 08:09:15 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Michael http://liveandletlearn.net/the-future-of-the-lecture/comment-page-1/#comment-743 Michael Fri, 10 Mar 2006 22:33:49 +0000 http://liveandletlearn.net/the-future-of-the-lecture/#comment-743 Wow, that sounds like a great setup Jean-Claude! A screencast is heaps better than audio only - one benefit i can think of is that it's much easier to scan quickly (fast-forward) to the bits that are relevant to you too! Great to see you using wikispaces and Creative Commons where you can! Wow, that sounds like a great setup Jean-Claude! A screencast is heaps better than audio only – one benefit i can think of is that it’s much easier to scan quickly (fast-forward) to the bits that are relevant to you too!

Great to see you using wikispaces and Creative Commons where you can!

]]> By: Jean-Claude Bradley http://liveandletlearn.net/the-future-of-the-lecture/comment-page-1/#comment-742 Jean-Claude Bradley Wed, 08 Mar 2006 11:02:38 +0000 http://liveandletlearn.net/the-future-of-the-lecture/#comment-742 For the past 2 terms I have assigned my recorded archived lectures as podcasts/screencasts (and this term vodcast for video ipods) and do workshops instead of repeating the same lecture term after term. It is a much better use of my time as an educator. But you can only do this if your archived lectures truly replicate the classroom experience and it is my experience that a good screencast does that. Audio only, and for courses like organic chemistry, audio with static powerpoint or pdf files is not good enough. Students have to watch the mechansims being drawn as they are explained. But I think it would be a mistake to try to artificially inject entertainment into recorded lecture screencasts. There is a lot of material to cover and there is no way around the fact that much of it will be dry. The reason live lectures are so painfully boring is that you are captive and have to sit through the whole thing. With the ability to pause and randomly access screencasts, accurate information is more important than entertainment. In the workshops, I have the freedom to use entertaining interactions such as games because I know that all the material is covered in the recorded lectures. Example: http://chem242.wikispaces.com, http://chem243.wikispaces.com For the past 2 terms I have assigned my recorded archived lectures as podcasts/screencasts (and this term vodcast for video ipods) and do workshops instead of repeating the same lecture term after term. It is a much better use of my time as an educator. But you can only do this if your archived lectures truly replicate the classroom experience and it is my experience that a good screencast does that. Audio only, and for courses like organic chemistry, audio with static powerpoint or pdf files is not good enough. Students have to watch the mechansims being drawn as they are explained.
But I think it would be a mistake to try to artificially inject entertainment into recorded lecture screencasts. There is a lot of material to cover and there is no way around the fact that much of it will be dry. The reason live lectures are so painfully boring is that you are captive and have to sit through the whole thing. With the ability to pause and randomly access screencasts, accurate information is more important than entertainment.
In the workshops, I have the freedom to use entertaining interactions such as games because I know that all the material is covered in the recorded lectures.
Example: http://chem242.wikispaces.com, http://chem243.wikispaces.com

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